The sociopolitical climate of Hawai‘i has changed substantially in recent decades, and archaeologists working to decipher the islands’ past are increasingly faced with a complexity of issues involving Kanaka Maoli (Native Hawaiian) concerns. Among these are the push for sovereignty; cultural perpetuation and revitalization; legal challenges to Kanaka Maoli programs, such as Hawaiian Home Lands and the Office of Hawaiian Affairs; and compliance with the Native American Graves Protection and Repatriation Act (NAGPRA). In Kuleana and Commitment, Kathleen L. Kawelu examines the entangled interactions between Kanaka Maoli and archaeologists in Hawai‘i by conducting an ethnographic investigation of the discipline of archaeology itself. She explores the development of Hawaiian archaeology, discusses important cases of the recent past, and focuses on the interpersonal relationships between these two key groups involved in heritage management in Hawai‘i. By revealing and understanding the contemporary attitudes of Kanaka Maoli and archaeologists toward each other, Kawelu suggests a change in trajectory toward a more collaborative approach in practicing Hawaiian archaeology. Through interviews with individuals from both communities, Kawelu taps into collective narratives that reveal two overarching themes. The first narrative speaks about the continuation of Kanaka Maoli cultural practices and beliefs, for example, kuleana (responsibility); the second speaks about the kind of commitment to Hawaiian archaeology and Kanaka Maoli descendants that is desired from archaeologists. Requests for respect, communication, and partnership are heard in the narratives. These same qualities also serve as the foundation for community-based archaeology, which challenges the exclusive access of archaeologists to the past and places the discipline and its practitioners among a broader group of stakeholders, particularly descendant communities.

The first edition of Feathered Gods and Fishhooks was the pioneering synthesis of ancient Hawaiian civilization from an archaeological perspective. This long-awaited revised edition now brings the field up to date, incorporating the results from hundreds of archaeological projects undertaken throughout the Hawaiian Islands over the past thirty-five years that have benefited from tremendous technological advancements, and presents an authoritative account of the origins and progression of Hawaiian culture prior to the arrival of Europeans. Generously illustrated, this revision includes dozens of new photographs and maps, along with a selection of color plates. This volume, like its predecessor, provides a synthesis of Hawaiian archaeology that avoids unnecessary jargon and is comprehensible to the interested layperson, yet is sufficiently detailed to be useful to the professional archaeologist. Feathered Gods and Fishhooks: The Archaeology of Ancient Hawai‘i begins with an explanation of archaeological practice in Hawai‘i, from antiquarian pursuits in the late nineteenth century through the development of modern research techniques, taking into account the recent tensions surrounding the significant shift of archaeology from a largely academic endeavor to a professional consulting enterprise. Following a review of environmental constraints and opportunities, and of the main kinds of archaeological evidence, the book explores the latest information on the first Polynesian settlement of Hawai‘i. To achieve a holistic view, the wide range of topics discussed in this work include material culture, agricultural systems, population size, ritual architecture variations, diversity in landscapes, and archaeological evidence for historical transformations following European contact. The final chapters survey, island-by-island, major sites and patterns of ancient settlement. In total, this book tells a story of Hawaiian history, culture, and wisdom in an attempt to preserve ancestral archaeological records. As with the first edition, the revised Feathered Gods and Fishhooks is an indispensable resource on the history of ancient Hawai‘i. Of particular note is the extensive bibliography, a key guide to hundreds of often difficult-to-locate reports and publications on Hawaiian archaeology.

In a dynamic near half-century career of insight, engagement, and instruction, Kent G. Lightfoot transformed North American archaeology through his innovative ideas, robust collaborations, thoughtful field projects, and mentoring of numerous students. Authors emphasize the multifarious ways Lightfoot impacted—and continues to impact—approaches to archaeological inquiry, anthropological engagement, indigenous issues, and professionalism. Four primary themes include: negotiations of intercultural entanglements in pluralistic settings; transformations of temporal and spatial archaeological dimensions, as well as theoretical and methodological innovations; engagement with contemporary people and issues; and leading by example with honor, humor, and humility. These reflect the remarkable depth, breadth, and growth in Lightfoot’s career, despite his unwavering stylistic devotion to Hawaiian shirts.

The Room Is on Fire offers an overview of youth spoken word poetry's history, its practitioners, participants, and practices. Susan Weinstein explores its grounding in earlier literary/performance/educational traditions and discusses its particular challenges. In order to analyze these issues, the story of how youth spoken word poetry developed as a field is told through the voices of those involved. Interviewees include the people who organized the first youth poetry slam festivals, the founders of central youth spoken word organizations, and a selection of young people who have participated in their local programs and in regional and national events over the last two decades. Narratives about individual and communal efforts and experiences are supported by analyses of full-text poems by youth poets and by reference to contemporary scholarship in performance studies, critical youth studies, and new literacy studies. Blending history and theory with practical descriptions of how spoken word poetry is taught and how to produce spoken word events, the book will appeal to researchers, teacher educators, and K–12 teachers.

In 1999, Noelani Goodyear-Ka‘ōpua was among a group of young educators and parents who founded Hālau Kū Māna, a secondary school that remains one of the only Hawaiian culture-based charter schools in urban Honolulu. The Seeds We Planted tells the story of Hālau Kū Māna against the backdrop of the Hawaiian struggle for self-determination and the U.S. charter school movement, revealing a critical tension: the successes of a school celebrating indigenous culture are measured by the standards of settler colonialism. How, Goodyear-Ka‘ōpua asks, does an indigenous people use schooling to maintain and transform a common sense of purpose and interconnection of nationhood in the face of forces of imperialism and colonialism? What roles do race, gender, and place play in these processes? Her book, with its richly descriptive portrait of indigenous education in one community, offers practical answers steeped in the remarkable—and largely suppressed—history of Hawaiian popular learning and literacy. This uniquely Hawaiian experience addresses broader concerns about what it means to enact indigenous cultural–political resurgence while working within and against settler colonial structures. Ultimately, The Seeds We Planted shows that indigenous education can foster collective renewal and continuity.

The concept of community-led research has taken off in recent years in a variety of fields, from archaeology and anthropology to social work and everything in between. Drawing on case studies from Australia, the Pacific and Southeast Asia, this book considers what it means to participate in community-led research, for both communities and researchers. How can researchers and communities work together well, and how can research be reimagined using the knowledge of First Nations peoples and other communities to ensure it remains relevant, sustainable, socially just and inclusive?

Indigenous students remain one of the least represented populations in higher education. They continue to account for only one percent of the total post-secondary student population, and this lack of representation is felt in multiple ways beyond enrollment. Less research money is spent studying Indigenous students, and their interests are often left out of projects that otherwise purport to address diversity in higher education. Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.